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Grade 8 Music Module Quarter 3 ...

Grade 8 Music Module Quarter 3
DepEd

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  • 1. 121
  • 2. 122 INTRODUCTION OBJECTIVES Listen to songs from Central Asia, South Asia, and West Asian countries alone and/or with others. Relate Central, Southern, and West Asian countries‟ music in the lives of the people. Analyze examples of music from Central, South Asia and West countries and describe how the elements are used. Explain the distinguishing characteristics of representative Central, South Asian and West countries‟ music in relation to the culture of the area. Perform using available instruments from Central Asia, South Asia and West countries alone and/or with others. Improvise simple rhythmic/harmonic accompaniments to music from selected Central, South, and West Asian countries. Explore ways of producing sounds on a variety of sources that would simulate instruments being studied. Sing vocal music from Central, South, and West Asian countries alone and/with others. Evaluate music and music performances applying knowledge of musical elements and styles Time to travel again! Did you enjoy learning and experiencing the music of East Asia? Then let us experience how music is performed in South, Central, and West Asian countries. In this module, you will learn things about vocal and instrumental music of India, Pakistan, Israel, and West Asian countries. You will also get a glimpse of their cultural context, social functions, and performance styles in their music compositions.
  • 3. 123 Before you start the lesson, let us find out what you know about South, Central and West Asia. Here are some activities prepared for you. Are you ready? PRE-ASSESSMENT Activity : “ Where in the World is…” You will need: blank map and coloring materials Directions: 1. Listen to the different music samples listed below. You may find them on the internet or let your teacher provide them for you. Match the music with the Asian region it came from. 2. Color each region with: Central Asia – VIOLET South Asia – RED West Asia – GREEN Carnatic Music Punjabi Music Hindustani Music Arabic Music
  • 4. 124 Vocal Music Asia is a big continent consisting of several countries. Are we going to study all of them? We cannot, but we can focus on a few representative ones from each region. ACTIVITY: Countries are written on the concept map below. On a sheet of paper, share your ideas about their vocal music. Copy the diagram. INDIA • __________ PAKISTAN • ___________ ISRAEL • ____________ CENTRAL ASIA SOUTH ASIA WEST ASIA Were you able to match the music to its region? How about naming the countries in each region? Can you name them? In your notebook, make a table similar to the one shown below and write the names of the countries that you know in the table. Do you remember vocal music and instrumental music? As we have discussed in the previous quarters, Asia is rich in these two types of music. Answer the following activities to check what you know. Have you met people from these countries? Have you heard their music? Take the time to share your experiences with your classmates.
  • 5. 125 Instrumental Music It was very nice of you to share your ideas about the vocal music of the countries above. What about Asian music instruments? Are you familiar with these instruments? Name as many as you can! So do you now have an idea of the things that we will be learning this quarter? It‟s time to make your learning goals and specify the things that you would want to learn about the music of Central Asia, South Asia, and West Asian countries. Write your goals in your notebook. Follow the guide below.
  • 6. 126 LEARNING GOALS AND TARGETS PART I. WHAT TO KNOW Music has always been viewed as a universal language. In the vast region of Asia, religious music has been a common ground in uniting people with different languages, cultures, and norms. At the end of this module, a. I would like to know about _________________________ b. I would like to be able to do the following:_____________ c. I would like to understand__________________________ d. I would like to perform or produce____________________ Now that you have written your goals for this quarter, it‟s time for us to officially start the lesson.
  • 7. 127 Lesson 1: INDIA India is the largest country in South Asia. Its music is as vast as its geographic location and as large as its demographic population. The music of India reflects different aspects of Asian culture through its timbre, rhythm, melody, texture, form, and style. In general, Indian music remains fundamental to the lives of the people of India as a source of spiritual inspiration, cultural expression, and entertainment. Galaxy of Musicians by Raja Ravi Varma Have you ever watched a Hindu singing or dancing? What is your impression on their way of singing or dancing? How important is music to their daily life?
  • 8. 128 VOCAL MUSIC India's classical music tradition, includes Carnatic and Hindustani music which have developed over many centuries. Music of India also includes several types of folk and popular music. One aspect of vocal music uses melismatic singing with nasal vocal quality, when compared with the Philippine music which uses melismatic singing is only used in chanting epics and the pasyon. Singing based on a set of pitches was popular even during the Vedic times. The Samagana style of singing developed into a strong and diverse tradition over several centuries, becoming an established part of contemporary tradition in India. The hymns in Sama Veda, a sacred text, were sung as Samagana and not chanted. Sama Veda is the third of the four Vedas of Hinduism but ranks next to Rig Veda (Rigveda) in terms of its sanctity and liturgical importance. Rig Veda is also sung in the Samagana traditional singing style. Because of its liturgical importance, Rigveda is counted as first among the four canonical sacred texts of Hinduism known as Vedas. Rig Veda is an ancient Indian sacred collection of Vedic Sanskrit hymns. Some of its verses are still recited as Hindu prayers at religious functions and other occasions. Characteristics of Traditional Music from India: 1. Carnatic music o refers to music from South India o directed to a Hindu god, which is why it is called “temple music” o unlike Hindustani music, Carnatic music is unified where schools are based on the same ragas, the same solo instruments (veena, flute, violin) and the same rhythm instrument (mridangam and ghatam) o music pieces are mainly set for the voice and with lyrics o compositions called krti are devotional songs 2. Hindustani music o goes back to Vedic period times around 1000 BC o further developed in the 13th and 14th centuries AD with Persian influences and from existing religious and folk music o predominantly found in the northern and central regions Additional Audio/Visual Activity: You may watch the following links online. Carnatic Flute-Tamboori by Heramba & Hemantha, www.youtube.com Carnatic Vocal, www.carnaticsangeetham.com
  • 9. 129 o influenced by ancient Hindu musical traditions, historical Vedic religion/Vedic philosophy, native Indian sounds and enriched by the Persian performance practices of the Mughal era o nasal singing is observed in their vocal music o in North India, the most common style of singing is called khyal, a word which means imagination INSTRUMENTAL MUSIC There are many musical instruments in India. Some instruments are used primarily in North Indian music (Hindustani Sangeet) while many other instruments are used in South Indian music (Carnatic Sangeet). Instrumental music is often similar to vocal music but sometimes they have distinctive instrumental styles. There are five known traditional systems for classification of instruments. Additional Audio/Visual Activity Hindustani Classical Music, www.wildfilmindia.com Pt. Bhimsen Joshi-Classical Vocal, www.youtube.com After learning about the vocal music of India, the next topic will help you learn the instrumental music of India.
  • 10. 130 Classification of Musical Instruments from India: 1. Ghan – described as a non-membranous percussive instrument but with solid resonators. It is one of the oldest classes of instrument in India. It may also be a melodic instrument or instruments to keep tal. Ghatam Karta
  • 11. 131 Manjira Nout
  • 12. 132 2. Avanaddh - described as a membranous percussive instrument. This class of instruments typically comprise the drums. Daf (Duf, Daphu)
  • 13. 133 Tabla Dhol
  • 14. 134 3. Sushir – also known as blown air. It is characterized by the use of air to excite the various resonators. Bansuri Shehnai
  • 15. 135 Shankh
  • 16. 136 Surpeti 4. Tat – referred to as vina during the old civilization. Instruments in this class are plucked (stringed instruments). Sitar
  • 17. 137 Ektar Gotuvadyam
  • 18. 138 Gopichand
  • 19. 139 Rabab
  • 20. 140 Vitat – described as bowed stringed instruments. This is of the oldest classifications of instruments and yet did not occupy a place in classical Indian music until the last few centuries. Banam Esraj
  • 21. 141 Sarangi Chikara
  • 22. 142 Rhythm plays an important role in Indian music. It is fundamental to the creation of any musical system. Certainly, from a historical stand point, rhythm existed many centuries ago before the word “rag” was ever used. Given this historical pre-eminence, it is not surprising that rhythm occupies an important position in the Indian system of music. Tala - literally meaning „clap;‟ variously transliterated as “tal”, “taal” or “taala” - is a regular, repeating rhythmic phrase, particularly as rendered on a percussive instrument with an ebb and flow of various intonations represented as a ''theka'' - is the common Indian system of rhythm Theka - a sequence of drum-syllables or ''bol'' - in Indian classical music, both Hindustani classical music and Carnatic music use complex rules to create elaborate patterns of rhythm Tabla - most common instrument for keeping rhythm in Hindustani music Mridangam - most common instrument for keeping rhythm in Carnatic music - also transliterated as “mridang” TALA If available, use the interactive listening tools by William Alves, in his audio-cd recordings: Interactive Music of the World, featuring musical instruments of India.
  • 23. 143 TEACHER-ASSISTED ACTIVITY: Which Is Which? Study the words written in the box. Identify which word fits the description of Carnatic and Hindustani music. Write your answers on a ¼ sheet of Manila Paper CARNATIC MUSIC HINDUSTANI MUSIC Let‟s see how much you have learned. Can you identify the difference between Carnatic and hindustani music? Can you identify Indian musical instruments? Khyal Temple Music Unified Northern Krti Southern Nasal Singing Lyrical Persian Influence Imagination
  • 24. 144 INDIVIDUAL ACTIVITY: Name It! Name the following Indian musical instruments. Write the answers on a separate sheet of paper or in your notebook.
  • 25. 145
  • 26. 146
  • 27. 147
  • 28. 148
  • 29. 149
  • 30. 150 Lesson 2: PAKISTAN Central Asian music encompasses numerous different musical styles originating from a large number of sources. Though Pakistan is part of South Asia, its western part is considered as an extension of Central Asia. Pakistan is known for its unique vocals. The distinctive Pakistani sound was formed with multiple influences not only from various parts of South Asia but it also includes diverse elements from Central Asia, Persia, Turkey, and the Arab world. VOCAL MUSIC OF PAKISTAN Pakistan is known for its two vocal styles in singing: 1. Ghazal traditional expressions of love, separation, and loneliness; It tells about both the pain of loss of the lover and the beauty of love in spite of that pain. its structural requirements are more strict than those of most poetic forms traditionally written in English is considered by many to be one of the principal poetic forms in the Persian civilization can be sung by both men and women Pakistani Ghazal-Payam e Mashriq‟s Ghazal, www.youtube.com If rhythm plays an important role in Indian music, what could be the distinct characteristic of Pakistani music?
  • 31. 151 2. Qawwali the devotional music of the Chishti Order a vibrant musical tradition that stretches back more than 700 years originally performed mainly at Sufi shrines throughout the subcontinent and gained mainstream popularity INSTRUMENTAL MUSIC Punjabi music strengthens the importance of musical instruments in Pakistan. Punjab is a region in South Asia which is divided into West Punjab, Pakistan and East Punjab, India. Bhangra, one of the most recognized forms of Punjab, is based on the drum rhythm of dhol. Tabla Dholak Harmonium Rubab INSTRUMENTAL MUSIC SIGNIFICANT INSTRUMENTS OF PAKISTAN rahat fateh ali khan-best qawwali, www.youtube.com nusrat fateh ali khan-best qawwali, www.youtube.com Are you ready to check what you have learned about the music of Pakistan? The next activity will help you test if you understood the concepts you have first learned. Good luck!
  • 32. 152 INDIVIDUAL ACTIVITY: Peace, Order and Organize! Compare and contrast the vocal/instrumental music of Pakistan from the music of India. Draw this diagram on a sheet of paper and fill in the spaces. VOCAL & INSTRUMENTAL MUSIC SIMILARITIES DIFFERENCES IndiaPakistan
  • 33. 153 Lesson 3: WEST ASIA - ISRAEL In general, the music of West Asia is modal. Harmony is not emphasized but rather includes salient features such as melodic complexity and ornamentation, including ¼ tones and rigorous rhythmic development. West Asian music is commonly used during: Communal worship (in Mosque, Synagogue and Church) Mystic rituals (Sufis, Hassidic) Life passage events (Weddings, Bar Mitzvas, Bat Mitzvas, Anniversaries) Entertainment (Belly Dancing, Folk Dancing) VOCAL MUSIC OF ISRAEL A. Israeli Music Israeli singers have a distinctive vocal style. They sing with guttural and throaty enunciation. Two Divisions of Jewish Music 1. Devotional  almost entirely vocal  featured during Sabbath and other holy days  the art of Hazan (leader of prayer in synagogue) has always been evident in the culture  shofar is a special call to prayer and repentance; it is sounded on the High Holidays (the Jewish New Year and Day of Atonement) 2. Secular  instruments and voice are used  played during life passage events  context lies outside the religious domain Pakistan acted as a major crossroad for various cultures between Central Asia, South Asia, and West Asia. This paved the way for the similarities of vocal music throughout the region. Let us now move on to West Asia. There are several West Asian countries but we will focus our attention on Israeli and Arab music. Ready? Then, let‟s start!
  • 34. 154  very rhythmic and have popular and romantic texts
  • 35. 155 INSTRUMENTAL MUSIC OF ISRAEL The lute which is similar to the Philippine bandurria and the laud, traces its origins to the Middle Eastern Oud and Indian sitar. Goblet drum, darbuk, the tambourine and other instruments associated with Middle Eastern music are used as accompaniment. One of the dances where accompaniment is used is Hora, a dance that often has strong off beats and asymmetric meters. SIGNIFICANT INSTRUMENTS OF ISRAEL Jewish Lyre After knowing about the vocal music of West Asia, let‟s move on to instrumental music. Do you have any idea of how instruments look like in this part of Asia?
  • 36. 156 Psalterion Shofar
  • 37. 157 OTHER SIGNIFICANT INSTRUMENTS OF ARAB COUNTRIES Goblet Toft
  • 38. 158 OTHER SIGNIFICANT MIDDLE EASTERN INSTRUMENTS Oud Darbuk
  • 39. 159 Wow! Asia is truly rich in its culture! It‟s time to see if you remember what you have learned.
  • 40. 160 TEACHER-ASSISTED: Word Search in the Middle Earth [NOTE: Teacher will provide an enlarged copy of this word puzzle to be placed on the board.] Search for the terms used in vocal and instrumental music of West Asia. Encircle/highlight the words that you found. Explain the meaning of these terms in front of the class. O U D J M A G A M Q T Q M B P D M A Q A M S A D W S T Q P D T R T M Z Q A W W A L I T A I D S L G T E Z R Z L T W A T Z J E W I S A Z G Z E Q L L W I V L V A D R B G O B L E T A T B I U O Z M A L T S G A O H P I Q A Q M L J O N E F R D K Q R M H O R A Z N W A Z N
  • 41. 161 PART II. PROCESS GROUP WORK: Three - in - One Work in groups of three members and perform the following activities. Have fun! Group 1 Let’s Do Tala You will need: Any membranophone (percussion instrument) Directions: 1. Divide yourselves into two groups. 2. Each group will be assigned to perform Tintal and Chautal selections below. 3. Using any membranophone, perform the following selection. Improvised drums can also be used. A – Tintal or Teental (16 Beats) Did you notice how rhythm plays an important role in the music of South, Central and West Asia? Most of their music, religious or cultural, is based on rhythm. It‟s time to experience music from India, Pakistan, Israel, and Arabia. Do you play drums? If not, now‟s the time to learn how. Get hold of that rhythmic sense because you‟re going to need it for the next activities. This is a compilation of performances meant to enhance your rhythmic sensense.
  • 42. 162 B – Chautal (12 beats) If you want to learn more about the Tintal structure, watch the “tabla solo” featured in chandrakantha.com/teental_tintal. Group 2: Watch and Perform! You will need: Improvised percussion instruments Directions: Watch the West Asian Instrumental by HAIRO. Listen to the various sounds and rhythms played. Simulate the rhythm by using any improvised percussion instrument. Assessment: Rhythm Rubric 5 pts 4 pts 3 pts 2 pts 1 pt 0 pts
  • 43. 163 GROUP WORK: Speed Instrumental Music-cussion You will need: Pictures of musical instruments of India, Pakistan, Israel, and West Asian countries placed and pasted on cardboard. Procedure/Directions: 1. Paste a picture of a musical instrument on cardboard with its corresponding number. 2. Sit in a circle with ten members. 3. Pass the picture you prepared to your right. 4. You will be given 10 seconds to identify the name of the instrument passed to you. Write down the name of the instrument guided by the indicated number for each instrument. 5. Then, write the country where that instrument originated. 6. After 10 seconds, pass the picture you are holding to your right. 7. Repeat the procedure until all 10 musical instruments have been passed. 8. Write your answer on a separate sheet of paper. Tempo Appropriate Fluctuates slightly Fluctuates often Mostly wrong Not appropriate Cannot play Steady Beat Consistent Fluctuates slightly Fluctuates often Mostly wrong Not appropriate Cannot play Rhythmic Pattern No mistakes A few mistakes Many mistakes Mostly wrong Consistently wrong Cannot play Rest Rhythm No mistakes A few mistakes Many mistakes Mostly wrong Consistently wrong Cannot play Overall Rhythm Superior Very Good Good Fair Poor Cannot play The music of India, Pakistan, Israel, and West Asia are widely used as an expression of their way of life and spiritual beliefs. Instruments add texture to any musical performances. See if you can do the activity. Isn‟t it fun to play percussion instruments? In the next activities, we‟ll be checking if you remember their musical instruments.
  • 44. 164 If available in your school, watch and explore The Interactive Listening Tools by William Alves featuring musical instruments.
  • 45. 165 GROUP WORK: Name that TERM! You will need: Prepared questions, buzzer, group-symbol, score board Directions: 1. Divide yourselves into four groups. 2. Each group will prepare a symbol to represent their group. 3. The host will announce the start of the activity. 4. The first group to buzz will challenge the other group to identify the terminologies/concepts used in the music of Pakistan and other Middle Eastern countries. 5. The first group will then declare how many clues they need to identify the musical term. Example: “We can name that TERM in five clues!” 6. The challenged group may accept the challenge by posting to name the song with four clues. (The challenges can continue until a group gives up the chance to name the TERM allowing the other group to “Name that TERM”. 7. The host will read the clues (depending on the final agreement as to how many clue/s to be read). 8. The winner during the “challenge round” will have the sole privilege of answering. 9. The group that correctly identifies the term will place their symbol in the first box in the diagram below. 10.Procedure will continue until all boxes have been filled. 11.The group with the most number of symbols placed in the box will be declared the winner. Timbre creates the uniqueness of a vocal sound. Vocal music provides the main focus in singing and is probably the oldest form of music because
  • 46. 166 it only needs one instrument, the human voice. It‟s singing time! Below is a simple but beautiful Israeli folk song. Listen and follow the musical score of the song Zum Gali Gali. Try to sing the song on your own.
  • 47. 167 GROUP WORK: Do Your Own … Indian Style Procedure: 1. Group yourselves together with a maximum of six members each. 2. Create a four line verse about Philippine tradition and/or culture. 3. Write the lyrics on the ornamental box surrounding the Maha Lakshmi Devi, the Hindu goddess of wealth, fortune, love, and beauty. 4. Chant the lines of your group verse similar to Samagana. 5. Place a mnemonic system of India (bol) for your composition. 6. Perform your song. 7. Observe tala principle in your work. Do you still have time? If yes, you can do the following activity for fun! Otherwise, you can skip the activity and move on to the next phase. ZUM GALI GALI (Israeli Lyrics) Zum gali gali gali, zum gali gali Zum gali gali gali, zum gali gali Hechalutz le‟ maan avodah Avodah le‟ maan hechalutz Hechalutz le‟ maan avodah Avodah le‟ maan hechalutz Zum gali gali gali, zum gali gali Zum gali gali gali, zum gali gali ZUM GALI GALI (English Translation) Zum gali gali gali, zum gali gali Zum gali gali gali, zum gali gali Pioneers work hard on the land Men and women work hand in hand As we labor all day long We lift our voices in song Zum gali gali gali, zum gali gali Zum gali gali gali, zum gali gali
  • 48. 168 PART III. REFLECT and UNDERSTAND TEACHER ASSISTED ACTIVITY: Rig Your Heart with Pasyon! You will need: A recorded selection of Rig Veda by Sri Suktam and a Pasyon Directions: 1. Watch a music video of Rig Veda with English subtitles performed by Sri Suktam and a video example of Philippine Pasyon filmed in Bulacan. 2. Listen to the melody and rhythm of both selections. 3. Describe the musical elements of the vocal and instrumental parts used in both songs. Rig Veda is enlightening and inspiring to listen to. It is used for religious purposes just like the Pasyon of the Philippines. Here are some recommended Rig Vedas for you: o Sanskrit Veda o Vedas – Universe Creation Criteria Evident Not Evident 1. The song is sung similar to Samagana style. 2. The lyrics are a fundamental source of spiritual tradition. 3. India’s rhythmic system (tala) is observed. 4. Bols are correctly placed on each syllable. Elements of Music Music #1 Rig Veda by Sri Suktam Music #2 Philippine Pasyon in Bulacan Timbre Dynamics Pitch Rhythm Form Texture Harmony Style Can you relate Philippine music with the music in Central Asia, South Asia, and West Asia? How are they similar or different from one another?
  • 49. 169 INDIVIDUAL WORK: Love and Ghazal! Assignment: Watch and listen to Pakistani ghazal (Payam e Mashriq‟s Ghazal, Urdu and English translation) on www.youtube.com. Look for an English or Filipino composition with synonymous structure and style. Beginning: ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ Middle: ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ End: ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ SONG TITLE Beginning: ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ Middle: ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ End: ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ SONG TITLE Did you know that Pakistanis are also emotional people like us, Filipinos? Listen how emotions are expressed the Pakistani way!
  • 50. 170 PART IV. TRANSFER GROUP PERFORMANCE: Here‟s what you need to do: 1. Form five (5) groups with a maximum of eight members. 2. A program committee will take charge of the program flow. 3. Each group will be assigned one of the following: Perform the Israeli Hora, Belly Dance and Bhangra Sing or Interpret the Zum Gali Gali of Israel Sing and act as Hazan Showcase an improvised group of music instruments of a Middle Eastern country in accompanying a secular song Perform any modern renditions of vocal or instrumental folk music from India, Pakistan, Israel, or the Arab Nations I hope you enjoyed the lessons! We are almost done. Now it‟s time to share what you have learned. To get the feeling of the culminating activity, the whole class is encouraged to wear the traditional clothes/costumes of South Asia, Central Asia and West Asia.
  • 51. 171 SUMMARY The two main traditions of classical Indian music are Carnatic music (southern) and Hindustani music (northern). Rig Veda is an ancient Indian sacred collection of Vedic Sanskrit hymns. It is counted among the four canonical sacred texts of Hinduism known as Vedas. Some of its verses are still recited as Hindu prayers at religious functions and other occasions. Tala (variously transliterated as “tal”, “taal” or “taala” ) is the Indian system of rhythm. There are five known traditional system for classification of instruments. These are Ghan, Avanaddh, Sushir, Tat, and Vitat. Middle Eastern music is generally modal. Harmony is not emphasized. There are two divisions of Jewish music - devotional and secular. Arabic Maqam is distinctively unique because of its technique of improvisation. Musical instruments are used in accompanying Israeli Hora and other rhythmic dances. Pakistan is known for its two styles of vocal singing, Ghazals and Qawwali. Punjabi music strengthens the importance of musical instruments in Punjab regions. GLOSSARY Bar Mitzvah - a ceremonial event for a Jewish boy of 13 years of age, when he becomes a full-fledged member of the religious community. Bat Mitzvah - the same as Bar Mitzvah, but for a girl, and occurring at the age of 12 rather than 13. Chautal - variously referred to as Chartal, Chowtal, and even occasionally as Dhrupad tal, was a very common tal in the past. It means "four claps"; in reference to the four claps of its vibhag structure. Guttural- characterized by harsh and grating speech sounds made in the throat or toward the back of the mouth Hassidic -Jewish devotional tradition, the central idea being that simple faith and a prayer that comes from the heart is more important than intellectual brilliance.
  • 52. 172 Hazan -the leader of prayer, traditionally, only men lead the prayers, but today, in many denominations, women also perform this function. The Hazan must have a good clear voice and know how to recite the prayers utilizing the traditional modes of prayer. High Holidays -the holiest days of the year in Judaism; they include Rosh Hashana (the Jewish New Year) and Yom Kippur (the Day of Atonement). These days fall around September/ October time - the variability is due to the fact that the Jewish calendar is tied to the lunar rather than the solar cycle. Hinduism -the predominant religion of the Indian subcontinent and one of its indigenous religions. Matra –refers to the beat in Indian music. Pasyon –commonly sung during Holy Week in the Philippines. It is a verse narrative about the life and suffering of Jesus Christ. Raga –also termed as rag, may be thought of as an acoustic method of coloring the mind of the listener with an emotion. Musically, it is not a tune, melody, scale, mode, or any concept for which an English word exists. It is instead a combination of different characteristics. Sabbath -a Jewish holy day of rest, occurring once a week, beginning at sundown on Friday and ending Saturday at nightfall. On this day Jews refrain from work and go to the Synagogue, where special prayers are recited and special rituals are performed. Samagana –also known as Sām, is composition of words in Rigvedic hymns from notes. Sāmagān is not merely a name given to singing hymns of Veda but represents the philosophy and science of uniting thought, sound and music. –a Sanskrit term “saman” which means melody and “veda” which means knowledge –Refers to as the third of the four Vedas in the ancient core of Hindu scriptures Sangeet-Indian term referring to music Hindu scriptures. Shofar - a musical instrument made of a ram's horn, utilized in Synagogue ritual on Rosh Hashana and Yom Kippur. Synagogue - Jewish house of prayer. Tintal -referred to as the most common tal in the Hindustani music. It is variously referred to as teental or trital. Vedic Sanskrit –referred to as the language of the Vedas. It has predated the advent of alphabet writing in India which has been orally preserved as a part of the tradition of Vedic chanting
  • 53. 173 RESOURCES Illustrations/Readings: Galaxy of Musicians.jpg goindia.about.com http://chandrakantha.com www.wikipedia.org/wiki/Rigveda www.jewishvirtuallibrary.org www.knowyourraga.com www.makingmusicfun.net www.soastrings.org/Perform www.sscnet.ucla.edu/southasia www.tabla.sr “Music of Israel.” Wikipedia: The Free Encyclopedia. Wikimedia Foundation, Inc. 22 October 2012 “Music of Pakistan.” Wikipedia: The Free Encyclopedia. Wikimedia Foundation, Inc. 27 November 2012 “Music of India.” Wikipedia: The Free Encyclopedia. Wikimedia Foundation, Inc. 27 November 2012 “Middle Eastern Music.” Wikipedia: The Free Encyclopedia. Wikimedia Foundation, Inc. 29 October 2012 Teaching Guide: Music South and Central (UBD) Recordings: www.youtube.com www.makingmusicfun.net Interactive Music of the World by William Alves